Kristie Patten Koenig, Anne Buckley-Reen, Satvika Garg; Efficacy of the Get Ready to Learn Yoga Program Among Children With Autism Spectrum Disorders: A Pretest–Posttest Control Group Design. Am J Occup Ther 2012;66(5):538-546. doi: 10.5014/ajot.2012.004390.
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© 2017 American Occupational Therapy Association
Occupational therapists use school-based yoga programs, but these interventions typically lack manualization and evidence from well-designed studies. Using an experimental pretest–posttest control group design, we examined the effectiveness of the Get Ready to Learn (GRTL) classroom yoga program among children with autism spectrum disorders (ASD). The intervention group received the manualized yoga program daily for 16 wk, and the control group engaged in their standard morning routine. We assessed challenging behaviors with standardized measures and behavior coding before and after intervention. We completed a between-groups analysis of variance to assess differences in gain scores on the dependent variables. Students in the GRTL program showed significant decreases (p < .05) in teacher ratings of maladaptive behavior, as measured with the Aberrant Behavior Checklist, compared with the control participants. This study demonstrates that use of daily classroomwide yoga interventions has a significant impact on key classroom behaviors among children with ASD.
Occupational therapists can use yoga-based programs with a variety of school-based populations.
Our study demonstrated that a manualized yoga program can have an impact on maladaptive behaviors rated by teachers as interfering with learning and classroom functioning.
Occupational therapists can take the lead in bringing evidence-based yoga interventions into public school classrooms.
These interventions are in line with Response-to-Intervention universal classroom programs and preparatory activities that can be integrated into the school day.
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